Situated Where?: Exploring Dimensions of Presence for Learning in Extended Reality

Extended Reality (XR) offers many learning affordances. Yet the specific XR modality—whether Augmented (AR), Mixed (MR), or Virtual Reality (VR)—alters how these affordances are realized. Through the lens of 4E cognition–embodied, embedded, enacted, and extended cognition–we disaggregate the affordance of presence across each of the XR modalities, synthesizing interdisciplinary findings on XR interaction and design to develop a deeper understanding of how these technologies shape and enrich learner experiences. Specifically, we focused on how presence may be affected by immersion, multimodality, interactivity, attention, and instructional design across VR, MR, and AR contexts. Through this synthesis, we formulate practical implications for optimizing XR-based education and training experiences, grounded in 4E principles and concepts.

• Publication year

  2025

• Venue

  Proceedings of the Human Factors and Ergonomics Society Annual Meeting

• Publication date

  2025-09-01

• Fields of study

  Not labeled

• Identifiers
  DOI 10.1177/10711813251366290
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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